1. Lesson Three Kinds of Test and Testing

2. Contents Kinds of Tests: Based on Purposes  Classroom use Classroom use  External examination Kinds of Testing: Three Contrasting Paris of Test ConceptsThree Contrasting Paris of Test Concepts Current Issues in Classroom Testing: Computer-Based Testing Norm-Referenced Test vs. Criterion- Referenced Test Differences between NRT & CRT

3. Classroom Use To find out students’ difficulties:  Diagnostic tests Diagnostic tests To ascertain students’ progress:  Progress tests Progress tests To assess students’ mastery of the course content and their potential for the next grade level:  Achievement tests Achievement tests

4. Diagnostic Test To identify both the learner’s strengths and weaknesses. To help to understand the student and provide necessary help or avoid repetition. Can be combined with progress tests. May sometimes be indistinguishable from placement tests E.g. http://language.miis.edu/lgp/diagnostic- tests.htmlhttp://language.miis.edu/lgp/diagnostic- tests.html http://www.pattisoncollege.com/programs/ESL/plac ement_test.htm http://www.pattisoncollege.com/programs/ESL/plac ement_test.htm

5. Progress Test To find out how well the learners are doing with the course content/material As part of an ongoing assessment procedure during the course of instruction Must be very closely tied to the course content E.g., tests, quizzes E.g. http://barronseduc.com/0764179055.html http://barronseduc.com/0764179055.html

6. Achievement Test (Attainment Test) Directly related to lang. courses; to determine how successful individual students or courses have been in achieving objectives (also Brown 48; Bailey 39) Test content: based on the course content, syllabus, textbooks and course objectives. Can be further divided into:  Final achievement test: final examination  Progress achievement test: midterm examination or quizzes

7. External Examination To select people:  Screening/admissions tests To assign students to classes at different levels:  Placement tests To find out about language ability:  Proficiency tests To find out about potential talent or capacity for learning:  Aptitude tests

8. Screening/Admissions Test To provide info. about whether a candidate is likely to succeed in a particular program (Bailey 38) A proficiency test is sometimes used as an admissions test.  E.g., TOEFL  all MBA program applicants are required to take the Graduate Management Admission Test (GMAT) which is administered throughout the world by the Educational Testing Service, Princeton, U.S.A.

9. Placement Test To correctly place a student into an appropriate class/course or level. Group students according to their ability. The Successful placement test – constructed for particular situation. Oxford University Language Centre - http://www.lang.ox.ac.uk/tests/english_place ment.html#top http://www.lang.ox.ac.uk/tests/english_place ment.html#top

10. Proficiency Test Definition of proficiency: (Bailey 37; Brown 44) Test on general overall language ability: not focused on one particular course. Almost always summative and norm- referenced. Language proficiency test: TOEFL, CPT  To see if the test taker has sufficient command of the language.  Regardless of any previous training.  E.g. http://cpt.mtc.ntnu.edu.tw/eng/index.asphttp://cpt.mtc.ntnu.edu.tw/eng/index.asp

11. Aptitude Test To determine a learner’s potential talent or capacity for learning languages Does not test one’s skill in a particular language—rather it is intended to assess a person’s ability to learn any language Oxford Language Aptitude test http://www.rhul.ac.uk/Classics/CUCD/test.ht ml http://www.rhul.ac.uk/Classics/CUCD/test.ht ml Modern Language Aptitude test (MLAT)  http://www.utpjournals.com/product/cmlr/582/Mo dern-1.html http://www.utpjournals.com/product/cmlr/582/Mo dern-1.html

12. Three Contrasting Pairs of Testing Concepts Direct vs. Indirect Testing Discrete-Point vs. Integrative Testing Discrete-Point vs. Integrative Testing Subjective vs. Objective Testing

13. Direct vs. Indirect Testing Direct Testing  Requiring testees to perform precisely the skill which we wish to measure; straight forward testing of a particular ability (e.g., using a composition test to measure the test taker’s writing ability). Indirect Testing  Testing one ability indirectly (e.g. testing a person’s writing ability by using an error identification test).

14. Direct vs. Indirect Testing Direct Testing – attractions  Provided the clear testing  The assessment and interpretation of students’ performance is straightforward  A help backwash effect.

15. Subjective vs. Objective Based on the SCORING method of a test Objective  Answers are decided and set prior to test taking; no human judgment required  e.g., multiple-choice questions Subjective  Human judgment involved  e.g., composition tests

16. Discrete-Point vs. Integrative Testing Discrete-Point Testing  Testing only one element at a time, item by item.  Almost all the discrete-point tests are also indirect tests.  e.g., multiple-choice test on a grammatical point Integrative Testing  Testing several fields/skills at the same time; requiring testees to combine many language elements in the completion of a task (and tend to be a direct test)  e.g., cloze, dictation

17. Computer-Based Testing Computer-based or web-based tests  The test-taker performs responses on a computer.  Fixed, closed-ended responses. Computer-adaptive test  A set of questions are based on test takers’ performance to meet the test specification.  The computer is programmed to find questions of appropriate difficulty for test-takers.  E.g. TOEFL or ACT’ ESL

18. The Advantages of Computerized Testing It simplifies the ESL testing process. The computer routes students to appropriate levels based on their test responses. Beginning students are not required to sit through questions for which they have no background, and advanced students are not forced to answer many items that are too easy. It's always available. Tests can be administered in group or individual settings with a proctor and are available whenever students are ready to test. It's very user friendly.  The tests are untimed, helping to relieve the stress and fatigue that may trouble students who are testing in a second language or who are computer novices. Most students can complete all three tests in about 50 to 60 minutes. Institutions also have the option of setting the length of the tests, which helps control the amount of time students spend testing.  Each test offers easy-to-understand instructions about the mouse, keyboard, and test question format.

19. Exercise Find out one particular test for the following list of tests. Explain how it is administered and used. 1. Direct testing 2. Discrete testing 3. Proficiency test 4. Subjective testing 5. Achievement test 6. Integrative testing 7. Placement test 8. Admission test 9. Computer-adaptive test 10. Indirect test